The application of learning styles in both individual and collaborative learning

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dc.contributor.author Paredes Barragán, Pedro
dc.contributor.author Rodríguez Marín, Pilar
dc.contributor.other UAM. Departamento de Ingeniería Informática es_ES
dc.date.available 2009-01-18
dc.date.issued 2006
dc.identifier.citation Advanced Learning Technologies, 2006. Sixth International Conference on. IEEE, 2006. 1141-1142 en_US
dc.identifier.isbn 0-7695-2632-2
dc.identifier.uri http://hdl.handle.net/10486/3787
dc.description Proceedings of the International Conference on Advanced Learning Technologies, ICALT 2006 en_US
dc.description Reprinted from (relevant publication info). This material is posted here with permission of the IEEE. Such permission of the IEEE does not in any way imply IEEE endorsement of any of the Universidad Autónoma de Madrid’s's products or services. Internal or personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution must be obtained from the IEEE by writing to pubs-permissions@ieee.org. en_US
dc.description.abstract With the goal of applying learning styles in both individual and collaborative learning, some adaptation mechanisms have been developed. These mechanisms try to improve the process of learning by matching the teaching style with the student’s learning style and by grouping students in some specific ways. We use the Felder-Silverman Learning Style Model and its Index of Learning Styles (ILS) questionnaire in order to classify students depending on their preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global). The benefits of learning styles can be of interest for adaptive hypermedia learning systems in both individual and collaborative activities, especially if they support automatic grouping of users. From the results obtained by a case study with students of Computer Science in a collaborative task it can be concluded that some dimensions of the learning style model seem to affect the quality of the resulting work. With this aim, new grouping rules have been incorporated in the TANGOW/WOTAN system to be used in the corresponding courses. en_US
dc.description.sponsorship This project has been funded by the Spanish Ministry of Science and Education, TIN2004-03140. en_US
dc.format.extent 6 pág. es_ES
dc.format.mimetype Application/pdf en
dc.language.iso eng en_US
dc.publisher IEEE Computer Society en
dc.rights Copyright © 2006 IEEE. Reprinted from (relevant publication info). This material is posted here with permission of the IEEE. Such permission of the IEEE does not in any way imply IEEE endorsement of any of the Universidad Autónoma de Madrid’s's products or services. Internal or personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution must be obtained from the IEEE by writing to pubs-permissions@ieee.org. en_US
dc.title The application of learning styles in both individual and collaborative learning en_US
dc.type conferenceObject en
dc.subject.eciencia Informática es_ES
dc.type.review Peer reviewed en_US
dc.relation.publisherversion http://dx.doi.org/10.1109/ICALT.2006.1652663
dc.identifier.doi 10.1109/ICALT.2006.1652663
dc.identifier.publicationfirstpage 1141
dc.identifier.publicationlastpage 1142
dc.relation.eventdate July 5-7, 2006 en_US
dc.relation.eventnumber 6
dc.relation.eventplace Kerkrade (Netherlands) en_US
dc.relation.eventtitle International Conference on Advanced Learning Technologies, ICALT 2006 en_US
dc.type.version info:eu-repo/semantics/submittedVersion en
dc.contributor.group Herramientas Interactivas Avanzadas (ING EPS-003) es_ES
dc.rights.accessRights openAccess en
dc.authorUAM Paredes Barragán, Pedro (260869)
dc.authorUAM Rodríguez Marín, Pilar (259351)


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